Factors Influencing the Success of Inclusive Practices in Singaporean Schools: Shadow Teachers Perspectives

• Main Author: Ng, Melanie Shu Hui
• Format: Dissertation
• Language: English

The main purpose of this study was to examine shadow teachers experiences and to explore the factors influencing the implementation of inclusive practices in Singaporean schools. In particular, the factors under investigation in this study were child characteristics, teacher characteristics (such as awareness and knowledge about inclusive practices, background & training, attitudes towards inclusion, as well as understanding and perception of role) and collaboration with mainstream teachers, parents and other important parties. A qualitative research approach based on semi-structured interviews was employed. Six shadow teachers participated in the study and the data was analysed with a hermeneutic approach. The findings indicated that insufficient collaboration (in particular with the mainstream teachers and the school) negatively impacted the success of inclusive practices. Another factor that was found to have a large impact on the implementation of inclusive practices was a lack of awareness and knowledge. Data from the study indicated that most of the factors were interdependent and worked hand-in-hand to contribute to the success or failure of inclusive policies. Other challenges which emerged from the data were teacher responsibility, tension among authority figures, and large class sizes posing a barrier to inclusion. It was suggested that raising awareness and providing training to teachers and schools would greatly aid the process of moving towards more inclusive schools. Teachers need to be persuaded that inclusion is beneficial to all pupils. Schools would also benefit from an increase in manpower (teachers and special needs personnel) and smaller class sizes.